Abstract
In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We analyze teacher participation in LS to identify the main mechanisms leading to changes in teaching observed between the 2 lessons. We argue that collaborative noticing, collaborative awareness, and brainstorming are the core mechanisms of teacher change in the course of LS.
| Original language | English |
|---|---|
| Pages (from-to) | 139-161 |
| Number of pages | 23 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 10 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2012 |
Keywords
- brainstorming
- collaborative awareness
- collaborative noticing
- lesson quality
- lesson study
- mathematical task
ASJC Scopus subject areas
- Education
- General Mathematics